부산대학교 도서관

The purpose of this study is to develop a blended-type practical learning program to strengthen the practical skills of preliminary music teachers. As a research method, the strengths and weaknesses of the existing online learning programs were analyzed, since online lecture is an core element of blended-type program. The blended-type program were designed for leaner to follow the lecture step-by-step so that they can achieve complete learning in practical performance through the three stages: online lecture, communication betwwen lecturer and learner via online messenger and offline lecture. In particular, the design elements of existing programs were extracted from the viewpoints of learners’ motivation and active learning, and these were actively reflected in each stage of learning. Main design factors of the online lecture, which is the first step of the program, consist of intrinsic factors and external factors. For example, step-by-step instruction, improvement of learning immersion and learning-uniformity belongs to intrinsic factors and accessibility, ease of review and coping with sudden variable belongs to external factors. The video lecture of the practical learning program reflecting these factors can be expected to have three educational effects. First, continuous scaffolding is given to learners through the process of repetitive learning by designing each lecture based on step-by-step process. the online video is both a lecture and a tutoring program at the same time. Second, it is possible to achieve a convergence between musical theory and practice. Specifically, the program enhances educational efficiency by increasing the curriculum range per teaching hour unit. In addition, it improves self-directed learning. As an opinion based on this study, blended-type learning program should be detailedly designed as for co-teaching process among all developers. Sufficient meetings are to be preceded in order to decide developing members, confirm the contents of learning and evaluate the effectiveness of the program. Secondly, the working process of the developping members (professor, editor, planner etc) should be shared in time. Thirdly, all members participating in the development need to understand the full curriculum, especially in terms of the purpose and goal of implementing the program. If some of members are not familiar with the topic of the program, prior training is to be considered before starting program development.